ASYNCHRONOUS DISCUSSION DURING
CALL II COURSE
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Inna Rotul Ariza
NIM D75212075
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
CALL II COURSE
THESIS
Submitted in partial fulfillment of the requirement for the degree of
Sarjana Pendidikan (S.Pd) in Teaching English
By:
Inna Rotul Ariza
NIM D75212075
ENGLISH TEACHER EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
ABSTRACT
Ariza, Inna Rotul. 2016. Learners’ Challenges in Participating in Online Asynchronous Discussion during CALL 2 Course. A Thesis. English Education Department, Faculty of Tarbiyah and Teacher Training, Sunan Ampel State Islamic University, Surabaya. Advisor: Dr. Mohamad Salik, M. Ag.
Key words: Learners’ Challenges, Online Asynchronous Discussion, CALL 2
Online asynchronous discussion task on CALL 2 course brings the learners to encounter challenges; therefore, this paper investigates learners’ challenges in participating in online asynchronous discussion during CALL 2 course, and finds their efforts to overcome. This research uses qualitative method, while close-ended and open-close-ended questionnaire as the instruments. The findings show that the most encountered challenges are: 1) Internet problems 2) Full online learning 3) Being active 4) Misunderstanding the topic or instruction 5) Quality of the themselves and 2) Finding external motivation from peers and sources. The efforts of difficulty in keeping up with the discussions are: 1) Seeing, reading, and commenting the newest, the most interesting, and the most related with their posting 2) Opening online discussion forum regularly and 3) Skimming the postings. The efforts of not knowing what to contribute/ lack of worthwhile comments to contribute are: 1) Asking friends or commenting without posting 2)
Reading or studying references before posting 3) Reading peers’ comments to
xi
TABLE OF CONTENTS
Page
COVER i
APPROVAL SHEET iii
MOTTO v
DEDICATION SHEET vi
ABSTRACT vii
ACKNOWLEDGEMENT viii
PERNYATAAN KEASLIAN TULISAN x
TABLE OF CONTENTS xi
LIST OF TABLE xvi
LIST OF CHART xvii
LIST OF APPENDICES xviii
CHAPTER I: INTRODUCTION
A. Background of the Study 1
B. Research Questions 6
C. Objective of the Study 6
D. Significance of the Study 7
E. Scope and Limitation of the Study 8
F. Definition of Key Term 8
1. Challenges 8
2. Online Asynchronous Discussion 8
3. CALL 2 9
CHAPTER II : REVIEW OF RELATED LITERATURE
A. Review of Related Literature 10
xii
2. Online Discussion 11
a. The Definition of Online Discussion 11 b. Various Types of Online Discussion 12
3. Online Asynchronous Discussion 13
a. Definition of Online Asynchronous Discussion 13 b. Advantages and Disadvantages of Online Asynchronous
Discussion 15
4. Possible Challenges in Participating Online Asynchronous
Discussion 17
a. Not Seeing the Need for Online Discussion 17 b. Behavior or Practice of Instructor or Participants 18
c. Personality Traits 20
d. Difficulty in Keeping Up with the Discussion 21 e. Not Knowing What to Contribute/ Lack of Worthwhile
Comments to Contribute 21
f. Exhibiting Surface-Level/ Lower order Critical Thinking 22 g. Displaying Low-level Knowledge Construction 22
h. Technical Aspects 23
i. Lack of Time 24
j. Risk of being Misunderstood 24
5. Possible Strategies to Overcome Challenges in Online
Asynchronous Discussion 25
a. Not Seeing the Need for Online Discussion 25 b. Behavior or Practice of Instructor or Participants 26
c. Personality Traits 27
d. Difficulty in Keeping Up with the Discussion 27 e. Not Knowing What to Contribute/ Lack of Worthwhile
xiii
f. Exhibiting Surface-Level/ Lower order Critical Thinking 29 g. Displaying Low-level Knowledge Construction 29
h. Technical Aspects 30
i. Lack of Time 30
j. Risk of being Misunderstood 30
B. Previous Studies 31
CHAPTER III: RESEARCH METHOD
A. Approach Research Design 37
B. Research Location 38
C. Data and Source of Data 38
D. Research Instrument 39
E. Data Collection Technique 40
F. Data Analysis Technique 41
G. Checking Validity of Finding 43
H. Research Stages 44
CHAPTER IV: RESULT AND DISCUSSION
A. Findings 46
1. Learners’ Challenges in Online Asynchronous Discussion
on CALL 2 Program 46
a. Not Seeing the Need for Online Discussion 47 b. Behavior or Practice of Instructor or Participants 47
c. Personality Traits 49
d. Difficulty in Keeping Up with the Discussion 50 e. Not Knowing What to Contribute/ Lack of Worthwhile
Comments to Contribute 50
xiv
g. Displaying Low-level Knowledge Construction 51
h. Technical Aspects 52
i. Lack of Time 53
j. Risk of Being Misunderstood 54
k. During Participating Online Asynchronous Discussion (OAD) on CALL 2, What Challenges Did You Encounter? 54 2. Learners’ Efforts to Overcome Their Challenges in Participating
Online Asynchronous Discussion on CALL 2 Program 56 a. Not Seeing the Need for Online Discussion 56 b. I Tend to Feel Excluded, Isolated, Being Outsider, and
Discouraged to Participate when the Lecturer and My Classmates Did Not Pay Attention to My Postings,
Dominated Discussion, or There Are Rude Comments. My Efforts/ Strategies To Overcome: 57 c. I Do Not Participate Because I Am a Withdrawn, Selfish,
Uncooperative, and Conventional Person. My Efforts/
Strategies to Overcome: 57
d. Difficulty in Keeping Up with the Discussion. My efforts/
strategies to overcome: 57
e. Not Knowing What to Contribute/ Lack of Worthwhile
Comments to Contribute. My efforts/ strategies to overcome: 58 f. I Rarely Contribute Because My Critical Thinking Is Low. My
Efforts/ Strategies to Overcome: 58 g. Showing Low-level Knowledge Construction. My Efforts/
Strategies to Overcome: 59
h. Technical Aspects, such Internet Connection or the Used Application of the Lecturer. My efforts/ strategies to
xv
i. Lack of Time. My efforts/ strategies to overcome: 60 j. Risk of Being Misunderstood Because Cannot See Others’
Expression. My Efforts/ Strategies to Overcome: 60
B. Discussion 60
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion 78
B. Suggestion 81
xvi
LIST OF TABLE
Table Page
2.1 Advantages and Disadvantages of Online Asynchronous Discussion 15 4.1 Not Seeing the Need for Online Discussion 47 4.2 Behavior or Practice of Instructor or Participants 48
4.3 Personality Traits 49
4.4 Difficulty in Keeping Up with the Discussion 50 4.5 Not Knowing What to Contribute/ Lack of Worthwhile Comments to
contribute 51
4.6 Exhibiting Surface-Level/ Lower Order Critical Thinking 51 4.7 Displaying Low-Level Knowledge Construction 52
4.8 Technical Aspects 53
4.9 Lack of Time 53
xvii
LIST OF CHART
Chart Page
Chart 4.1 The Most Encountered Challenges in Online Asynchronous
xviii
LIST OF APPENDICES
Appendix 1 Surat Bimbingan Skripsi Appendix 2 Proofreading Sheet Appendix 3 Surat Validasi
Appendix 4 Close-Ended Questionnaire Sheet Appendix 5 Open-Ended Questionnaire Sheet
CHAPTER I
INTRODUCTION
In this chapter, the researcher tries to elaborate certain weighty points concerning (A) Background of the study (B) Research questions (C) Objective of the study (D) Significance of the study (E) Scope and limit of the study and (F) Definition of key terms.
A. Background of the Study
In an educational environment, those who become simply good listeners in the class will not lead more comprehension than those who take action with their teacher. As the researcher quoted by Benjamin Franklin,
“Tell me and I forget, teach me and I may remember, involve me and I
learn.”1According to this quotation, the researcher tries to draw a meaning
that to comprehend a particular subject, learners need entailing themselves. Educationists are commonly called this approach as learner-centered, as Jim Scrivener expounded that this approach is engaging learners in the teaching-learning process by trusting their abilities in deciding the learned subject and the way to learn.2 In line with this, a teacher usually develops teaching models
and teaching media, which engage class members to involve, for instance utilizing technology and internet.
1 “Quotation by Benjamin Franklin: Tell Me and I Forget, Teach Me and I May Remember,
Involve Me and I Learn,” accessed March 10, 2016, www.goodreads.com.
2 Jim Scrivener, Classroom Management Techniques (Cambridge: Cambridge University Press,
Along with era development, technology, and internet have been widely applied in education since they have many advantages. By using technology, a learner may interact with others in different locations. Besides, to access available references in other countries, people do not need to visit the place due to the internet connection helps to find the source. In addition, the implementation of newer technologies in teaching-learning activities can change the role of teacher in the instructional process.3 By explaining those
benefits, we can conclude that technology and internet may affect learners to be autonomous individuals. In other words, it brings learner-centered approach in the class.
Dealing with this, UIN Sunan Ampel Surabaya, particularly Tarbiyah and Teacher Training Faculty, supplies technology program to help teaching-learning process, such as CALL (Computer-Assisted Language Learning) in the English Education Department. The program which consists of two-degree levels, CALL 1 and CALL 2, learns about the newest technology to improve language skills. In CALL 1, the learners learn new applications non-internet bases, such as applications for creating 3D animation: Alice and Adobe Flash, and applications for creating exercises and word games: Hot Potatoes and EclipseCrossword. While those who join CALL 2, depend on the internet connection due to the class is an online learning.
By the advancement of technology, educators are demanded to be more creative and innovative. In this century, one of their attempts to cope the
3 David W. Chapman, Amy Garret, and Lars O. Mählck, Adapting Technology for School
demand is applying an online class which provides the passive ones to be active in expressing their opinion,4 as on CALL 2 program that uses the web
of Schoology (a learning management system (LMS) for K-12 schools, higher education institutions, and corporations that allows users to create, manage, and share content and resources)5 as a virtual class. In a semester, the class
has many kinds of interactive and interesting tasks; such as video conferencing, collaborative writing, making timelines, making podcasts, etc. which must be posted in individual learners’ educational blog. Besides, they are needed to do online asynchronous discussion in several sessions of the semester.
Online asynchronous discussion is discussion type that uses e-mail and discussion board as a tool to communicate.6 According to Jeong-Mee
Lee, as well as one interacts with others, this tool allows learners to communicate without limitation of time and place, to post questions, to share their opinions and queries.7 In CALL 2, the lecturer is entrusted online
asynchronous discussion task not only in the form of a single question which requires the learners to express their opinion, but he has also supplied weighty information regarding the topic, such as relevant sources. Furthermore, each session has much time to accomplish, which is Tuesday to Monday.
4 Mya Poe and Martha L.A. Stassen, eds., Teaching and Learning Online: Communication,
Community, and Assessment. A Handbook for UMass Faculty (The University of Massachusetts, n.d.), 5.
5
https://en.wikipedia.org/wiki/Schoology#cite_note-Facebook-1 accessed August 18th, 2016. 6 Stefan Hratinski, “Asynchronous & Synchronous E-Learning - A Study of Synchronous and
Asynchronous E-Learning Methods Discovered That Each Supports Different Purposes,” 2008, 51–52.
7 Jeong-Mee Lee, “Different Types of Human Interaction in Online Discussion: An Examination
Nonetheless, the learners are occasionally encountered with constraints, such as the internet connection. Some pieces of literatures said that frequent problems faced by the learners in technological usage are technical problems (server crashes, network down time, etc.)8, in which it may frustrate those
who join online course.
As a new experienced task, the existence of online asynchronous discussion in the program brings the learners to face problems, such as in stating their opinion; there were learners who indicated as plagiarists due to the fact that they fully copied the sources. This happened to a learners initial LC who commented by AAR “… you should paraphrase any article you have cited, even if you already mentioned the source”. Moreover, by observing her peers when discussion there were some learners who only commented “I agree with you”, “great explanation”, etc., which these comments did not bring deeper discussion. Besides, some learners seemed overdue to contribute. These facts indicated that those who joined on CALL 2 had their own challenges when they did online asynchronous discussion. Hence, based on those phenomena, the writer tries to find out learners’ challenges according to their participation in online asynchronous discussion, which causes the learners act differently in accomplishing the task.
As a matter of fact, similar topics have been conducted in recent years. The first research is by Elizabeth Murphy and Elizabeth Coleman under the title Graduate Learners' Experiences of Challenges in Online Asynchronous
8 “An Introduction to Online Discussion,” Macquarie University Sydney - Australia, accessed
Discussions which investigates graduate learners’ challenges in OAD.9 The
next research is by K. Durairaj and I. N. Umar entitled The Motivating and Limiting Factors of Learners’ Engagement in an Online Discussion Forum
which also investigates about learners’ challenges in online discussion forum. Even though those studies have similar focus with the recent study that is the challenges encountered by the learners in contributing online discussion, they still have differences that are both of the previous studies do not discover the learners’ efforts to overcome the challenges. Moreover, the study conducted by Durairaj and Umar also has another focus that is the learners’ motivation in participating OAD. In addition, this study will not only present research finding in ten challenges as Durairaj and Umar done, it will also present the most encountered challenges by the learners of CALL 2. The third, Audrey Fried under the title Social Network Analysis of Asynchronous Discussion in Online Learning which investigates the relationship between different types of interaction in online discussion.10 Notwithstanding this research has similar
topic with this; they have different focus that is social network analysis, while this recent research will be focused on the learners’ challenges in participating online asynchronous discussion, with the eighth semester learners of English Education at UIN Sunan Ampel Surabaya who passed CALL 2 course as the subject.
9 Elizabeth Murphy and Elizabeth Coleman, “Graduate Learners’ Experiences of Challenges in
Online Asynchronous Discussions” 30, no. 2 (2004).
10 Audrey Fried, “Social Network Analysis of Asynchronous Discussion in Online Learning”
This research is considered as an important issue to be conducted since the 8th semester learners of English education department experience the
discussion as a new challenging task in the learning process, notwithstanding technology has increased rapidly. Therefore, the learners’ challenges in online discussion and their efforts are a crucial matter to find, in order to be the criterion for the next implementation of online discussion. By knowing the findings, the lecturer is expected to use it as consideration to design and monitor online discussion activity to assist knowledge building as well as to evaluate both the quality and the quantity of students’ contributions. Hence, in this thesis, the researcher is going to conduct a research entitled “Learners’ Challenges in Participating Online in Asynchronous Discussion during CALL 2 Course.”
B. Research Questions
In this study, the researcher addresses some specific problems as follow: 1. What are learners’ challenges in participating in online asynchronous
discussion during CALL 2 course?
2. How do the learners overcome their challenges in participating in online asynchronous discussion during CALL 2 course?
C. Objectives of the Study
The objectives of the study are:
2. To find out learners’ efforts to overcome their challenges in participating in online asynchronous discussion during CALL 2 course.
D. Significance of the Study
This study is conducted to give contribution to the instructors, the department, the learners, and further researchers as follows:
1. The lecturers
Due to the fact that this study is to provide ideas for educators who teach their learners, especially in online learning, the result is expected to be worth for designing and monitoring online discussion activity to assist knowledge building as well as to evaluate both the quality and the quantity of students’ contributions.
2. The department
Since the full online class is categorized as a new matter study in the department, the result of the current study is expected to be an additional literature for the department.
3. The learners
By the existence of this result, the learners are expected to be aware of overcoming their challenges in participating other online classes, especially in online asynchronous discussion.
4. Further researches
others. Moreover, this study is hoped to give contribution for other researchers who have similar topic with this to use it as comparative studies.
E. Scope and Limit of the Study
The scope of this research is investigating learners’ challenges in online asynchronous discussion and their efforts to overcome the challenges. This study will be limited to learners’ challenges in online asynchronous discussion theory based on the book of Hew and Cheung and Murphy and Coleman’s article to analyze learners’ challenges and their efforts to overcome. This study will be conducted on CALL 2 program academic year 2015-2016, in which the class is an online course, and one of the tasks is online asynchronous discussion.
F. Definition of Key Terms
These are the important keywords which need to define:
1. Challenges: something new and difficult which requires great effort and determination.11 In this research, challenges are learners’ difficulties in
participating online discussion which need problem-solving. 2. Online asynchronous discussion:
“An online discussion forum is a web-based communication tool (or activity) that enables participants to post messages and to reply to others' messages asynchronously. Unlike the real-time (synchronous) discussions of chat rooms and instant messaging the online discussion typically lasts longer and gives learners time to think about what they are going to contribute.”12
11 “Challenges,” Collins Cobuild Dictionary 2006, n.d., accessed March 31, 2016.
12 “An Introduction to Online Discussion,” Macquarie University Sydney - Australia, accessed
Online Asynchronous Discussion in this research is an online discussion tool, which is one of the features of “Schoology”, used to share learners’ opinions based on topics given by the lecturer. Before posting their thoughts, the learners can build their knowledge through the existence of references provided by the lecturer or by searching on the internet.
3. CALL 2 (Computer-Assisted Language Learning): any process in which a learner uses a computer and, as a result, improves his or her language.13 In this research, CALL 2 is a program in English Education
Department, which learns about technology to improve language skills, and this program provides an online course.
13 Ken Beatty, Teaching and Researching Computer-Assisted Language Learning, Second Edition
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses two major topics, which are review of related literature and previous studies.
A. Review of Related Literature
Explaining the theories related to the topic discussed are required due to they are the foundation to conduct this study. The aspects covered in this heading are CALL, online discussion, online asynchronous discussion, possible challenges in online asynchronous discussion and possible strategies to overcome the challenges in online asynchronous discussion.
1. CALL (Computer-Assisted Language Learning)
Computer-Assisted Language Learning or people generally abbreviate with CALL, is traditionally defined as „presenting, reinforcing and testing‟ certain language items. It presents regulation and example for learners before they are tested their knowledge of the regulation, and later on the computer will give feedback or mark, in which the teachers can use it as their investigation.1
Regarding the definition of CALL, Beatty also has contributed to define the term as any process in which a learner uses a computer and, as a result, improves his or her language.2 This definition has similar sound
1 Nazh Gündüz, “Computer Assisted Language Learning (CALL)” 1, no. 2 (October 2005): 197. 2
with Scott and Beadle who state that CALL is any process in which learners use computer to improve foreign language competence.3 Scott and
Beadle also explain more about the technology used in CALL, as well as a computer; smart phone, tablet, MP 3 Player, and console are the members. In addition, they widely mentioned that in CALL, people commonly applied:
a. Authentic foreign language material, such as video clips, flash-animations, web-quests, pod-cast, web-casts, and news etc.;
b. Online environment where learners can communicate with foreign language speakers, through email, text-based computer-mediated communication (synchronous and asynchronous), social media, or voice/ video conferencing;
c. Language-learning tools (online apps or software), such as for phonetics, pronunciation, vocabulary, grammar and clause analysis, which may include a text-to-speech function or speech recognition, and often includes interactive and guided exercises;
d. Online proprietary virtual learning environments, which offer teacher-student and peer-to-peer communication;
e. Game-based learning.
2. Online Discussion
a. The Definition of Online Discussion
3 David Scott and Shane Beadle, “Improving the Effectiveness of Language Learning: CLIL and
Online discussion is described as an online tool used to deliver learning and do conversations, in which the learners can involve.4 It is
generally used discussion boards, forums, and thread.5
1) A discussion board is the tool that provides the space for online discussions.
2) Discussion boards can hold multiple forums, which can be organized by the topics.
3) Discussion threads are conversations within discussion forums and begin with a leading question or prompt. Users can respond to the original prompt and can reply to other responses.
b. Various Types of Online Discussion
There are numerous studies which discuss about online discussion, likewise this study. In line with this, the researcher tries to explain the various types of online discussion. There are two types of online discussion6:
1) Online Synchronous Discussion (OSD)
According to Al-Shalchi, online synchronous discussion needs the members of group to take part at the same time. It is commonly supported by media such as video conference, instant message, and live chat.7
4 “Online Discussion,” Cornell University Center for Teaching Excellence, accessed April 25,
2016, http://www.cte.cornell.edu/teaching-ideas/teaching-with-technology/online-discussions.html.
5 Ibid.
6 Olla Najah Al-Shalchi, “The Effectiveness and Development of Online Discussions” 5, no. 1
(March 2009): 104.
7 Hratinski, “Asynchronous & Synchronous E-Learning - A Study of Synchronous and
Moreover, Poe and Stassen say that other tools which can be used are audio, data and application sharing, shared whiteboard, virtual “hand-raising”, and joint viewing of multimedia presentations and online slide shows. This discussion type seems similar with traditional learning since the learners and teacher are scheduled at the same time. 8
2) Online Asynchronous Discussion (OAD)
Differing from online synchronous discussion, online asynchronous discussion used e-mail, threaded discussion, file attachment, newsgroup, and bulletin board, in which the members can participate at the different time.9
3. Online Asynchronous Discussion
a. Definition of Online Asynchronous Discussion
Online asynchronous discussion forum is a tool to interact in online course, in which it enables asynchronous communication among learners, and between the learners – teacher. As well as ones interact with others, this tool allows learners to communicate without the limitation of time and place, to post questions, to share their opinions and queries.10 In line with
the definition, Mokoena says that online asynchronous discussion is an interaction between learners and lecturers facilitated by a technology to
8 Poe and Stassen, Teaching and Learning Online: Communication, Community, and Assessment.
A Handbook for UMass Faculty, 6.
9 Ibid.
10 Lee, “Different Types of Human Interaction in Online Discussion: An Examination of Using
According to Hew and Cheung, this type of discussion will improve learners‟ critical thinking.13 In relation to this statement, Al-Shalchi cites from expertise that learners are prior to do research to deepen their knowledge before posting arguments, since they perceive not having much knowledge and they want to have intelligent look. Concerning about this, the researcher experienced when she was the member of online asynchronous discussion. Before having a post, she tried to read journal articles, educational websites, and other scholar works in order to be able to contribute meaningful information for her classmates. This occurred due to the fact that the time given to think is much longer than synchronous discussion. As a consequence, the researcher could provide supported point of view from expertise.
Dealing with media used in online asynchronous discussion, there are numerous kinds of discussion boards can be used to facilitate this activity, and one of them applied in this study, that is “Schoology”.
11
Sello Mokoena, “Engagement with and Participation in Online Discussion Forums,” The
Turkish Online Journal of Educational Technology. Vol. 12 Issue 2, April 2013, 97
12
“An Introduction to Online Discussion.” Macquarie University Sydney - Australia. Accessed April 22, 2016 http://www.mq.edu.au/iLearn/resources/online_discussions.htm.
13 Khe Foon Hew and Wing Sum Cheung, “Attracting Student Participation in Asynchronous
b. Advantages and Disadvantages of Online Asynchronous
Discussion
In applying online discussion, an instructor has certainly considered the impact as well as the advantages of the discussion. Depending on the type of discussion applied by the instructor, the learners will have different experiences, advantages, and disadvantages. In line with this, the researcher found that many studies stated the advantages and disadvantages of online asynchronous discussion. Obviously, the table below provides the advantages and disadvantages mostly stated by literatures, in which it cited from Macquarie University, Sydney – Australia:
Table 2.1
Advantages and Disadvantages of Online Asynchronous
Discussion14
Advantages Disadvantages
Learners can participate at a time and place that suits them.
Those with poor writing skills are disadvantages.
The act of typing forces learners to take time and contribute more developed ideas.
Lack of facial cues can lead to misunderstanding.
Can reduce the amount of time the Discussion can go off topic.
14
teacher has to give to telephone and face-to-face meetings and time in the office.
Shy learners get more of a chance to have a say. Peer-peer learning encouraged. Requires consistent input from
teacher.
Answers are seen by all. Lag between posts can make following discussion difficult. Forms a basis for creating FAQs. Technical problems (server
crashes, network down time, etc.)
Expert thinking about a topic can be modeled and learnt.
Lack of access to computer or network handicaps some learners.
Effective and efficient means to make whole class communication.
Needs to be moderated and monitored for inappropriate postings.
Build a learning community.
4. Possible Challenges in Online Asynchronous Discussion
Even though applying online asynchronous discussion as an alternative class has a number of benefits, the learners are often encountered challenges in the discussion. According to Hew and Cheung in their book, there are ten categories of learners‟ experiences of challenges in online discussion which are concluded from various research results as follow15:
a. Not Seeing the Need for Online Discussion
In this category, there are many aspects which may lead the learners cannot find the reason to participate online discussion, such as:
1) Both of the learners and the instructor can meet to learn together in the class.
2) The topics discussed do not have connection with the topics discussed in the class meeting; therefore, the learners do not find the necessity of the discussion in their learning.
3) The discussion has unattractive topics.
15 Khe Foon Hew and Wing Sum Cheung, Student Participation in Online Discussions:
4) When the learners‟ postings are not awarded by the instructor, it may frustrate the learners to find the reason of participating online discussion.
Those are similar with Murphy and Coleman‟s finding that they who do not have the necessity to contribute online asynchronous discussion, or those who contribute only to meet the course requirements or they who cannot see the connection between the learned materials in online discussion and in actual learning will limit their participation to post ideas; indeed, they will contribute badly. As a result, the quality of their postings does not provide more knowledge for other members. This argument below is the example of Murphy and Coleman‟s results16:
“I found the forum can become very frustrating when you are required to respond to a certain number of responses and questions. I find this can be a waste of time when you are merely answering for the sake of meeting the quota and thus the answers are not in any way helpful in the actual learning”
b. Behavior or Practice of Instructor or Participants
This category concerns with other members‟ behavior in online discussion. Hew and Cheung states that the learners will stop their contribution if they encountered these challenges: First, other members of online discussion do not pay attention to their postings. Second, other learners tend to be the one who pontificates, or they are threatened by
16 Murphy and Coleman, “Graduate Learners‟ Experiences of Challenges in Online Asynchronous
other members, or if the communication in online discussion becomes rude.17
These two challenges in line with Murphy and Coleman‟s result in their research that domination by individuals in online discussion may lead other members feel excluded, feel isolated, feel being an outsider, and feel discouraged to participate in the group.18 The statement of Murphy‟s and
Coleman‟s finding below is the example of the participants‟ feeling: “I think the forum can become very frustrating when other learners are dominating the discussion or making postings daily (…) Usually it is the same group of learners who have these large discussions throughout the course and it ends up makingthe rest of us seem inadequate and/or not involved and this can become frustrating. Not that I am saying no one should respond in detail, hey if I miss a few days it is my problem, but several courses I have taken, particular learners have got carried away with posting on the forum and it is very frustrating and time consuming to read all the comments and then try to keep up with replies etc.”
The third challenge in this category is when the learners do not meet the instructor‟s interests. Here, according to Hew and Cheung, they provide example such as when the instructor does not give feedback. The last challenge is when the members of online discussion only focus on the unread postings by their friends. It will happen if the tool of online discussion provides “read – unread” marker for participants‟ postings. As a consequence of this last challenge, the existence of important postings may not be concerned, and the topic may change, since the unread postings are generally as the newest on the top.
17
Hew and Cheung, Student Participation in Online Discussions, 17.
c. Personality Traits
As human being, the learners have various kinds of characteristics, in which according to Hew and Cheung, it may influence their participation in online asynchronous discussion.19 This is in line with Chen and
Caropreso who has investigated the influence of three personality traits on online discussion. Those are Extraversion, a personality trait which refers to one who tends to engage in social interactions; Agreeableness, a personality trait which refers to one who reflects the quality of continuing interactions; and Openness, which refers to one who reflects an interest in intellectual and imaginative experiences.20 Those who become the sample
of Chen and Caropreso are asked to do personality test, in which the result score at or above the 67th percentile was labeled as “High-profile” group,
and the result score at or below the 33rd percentile was labeled as “Low-profile” group. The member of high-profile group are the learners who are sociable, friendly, helpful, and broad-minded; and the low-profile group consists of the learners who are withdrawn, selfish, uncooperative, and conventional. The finding in the research is the learners who included in low-profile group are generally posting one-way communication, in which it means that they contribute by expressing questions, comments, statements or opinions, without inviting, encouraging, nor soliciting
19
Hew and Cheung, Student Participation in Online Discussions, 18.
20 S.-J. Chen and E. J. Caropreso, “Influence of Personality on Online Discussion - Journal of
reactions. In addition, they tend to post slightly related or unrelated posting. 21
d. Difficulty in Keeping Up with the Discussion
In an online discussion, a learner is demanded to post their ideas about a topic. However, it is often found that she/ he contributes more than a single post, in which it leads other members frustrate to contribute since they cannot keep up all the postings. Hew and Cheung say that there are two main reasons why the learners are generally difficult to keep track online asynchronous discussion: there is a single post with more than one idea in it, in which it may lead the topic discussed changes. In addition, the learners feel difficult to read all postings since there are lots of postings which cause tired in reading.22 This is similar with Murphy and Coleman‟s
finding “… it is very frustrating and time consuming to read all the comments and then try to keep up with replies etc.”23
e. Not Knowing What to Contribute/ Lack of Worthwhile
Comments to Contribute
According to Hew and Cheung, in the online discussion, another reason why the learners do not contribute is they are lack of positive ideas. In addition, it also caused by the lecturer provides questions for a single, fact-based answer. It can be shown in Arend‟s finding for the example; he says that the participants feel bored to read their friends‟ contributions
21 Ibid.
22
Hew and Cheung, Student Participation in Online Discussions, 19.
23 Murphy and Coleman, “Graduate Students‟ Experiences of Challenges in Online Asynchronous
since there are repetition postings. Therefore, those who want to contribute difficult to find their ideas, due to the discussion is limited, being close-ended, and having only a solution.24
f. Exhibiting Surface-Level/Lower Order Critical Thinking
Considering critical thinking is important to learners due to it can solve problems in effective manner.25 Hew and Cheung states that the
categories of critical thinking are surface-level and in-depth level, in which it is explained more as follow26:
“Surface level critical thinking includes: (a) making conclusions or judgments without offering justification; (b) sticking to prejudices or assumptions (such as forming an irrational attitude of dislike against an individual, a group, or their ideas); (c) stating that one shares the conclusions or judgments made by others but without taking the idea further; and (d) failure to state the advantages or disadvantages of a suggestion, conclusion, or judgment. In-depth level critical thinking, on the other hand, involves: (a) making conclusions or judgments supported by justification; (b) setting out the advantages or disadvantages of a suggestion, conclusion, or judgment; (c) stating that one shares the conclusions or judgments made by others and supporting them with relevant facts, proof, experience, or examples; and (d) making valid assumptions based on the available indicators.”
Then, based on those explanations, they conclude that the learners tend to be in surface-level, in which it affects their contribution in online asynchronous discussion.
g. Displaying Low-Level Knowledge Construction
24 Bridget Arend, “Encouraging Critical Thinking in Online Threaded Discussions,” Journal of
Educators Online 6, no. 1 (January 2009): 1–23.
25 Lim Sze Chung et al., “Critical Thinking in Asynchronous Online Discussion: An Investigation
of Student Facilitation Techniques,” New Horizons in Education 59, no. 1 (May 2011): 52–65.
In online asynchronous discussion, Hew and Cheung state that the learners tend to display low-level knowledge construction since the discussion tasks are too complex.27 Moreover, it also caused by the
learners hesitate to ask others‟ ideas, in which it is due to they worry to disagree with their unfamiliar friends in the discussion, and they tend to play safe since other participants show rude comments.
h. Technical Aspects
According to Hew and Cheung‟s finding, one of the challenges encountered by the learners is difficult to log on to the online discussion.28
In addition, other challenges which may occur according to Murphy and Coleman in this challenge is by the existence feature of “cannot be deleted or edited message posting”. The following is the example argument based on what graduate learners‟ experiences29:
“… The inability to edit and delete messages after posting was frustrating and disconcerting at times, especially after discovering a post contained and error and I had to go back and do the thing all over again or try to: a) explain what I said that was wrong, b) say what I meant to say, c) explain my argument again, d) make the correction before someone else (like the prof) found it, e) make the correction before someone responded to it and confused the issue even more.”
In addition, Murphy and Coleman find that several participants complain about the feature of the movement of messages. The following is one of the examples30:
27
Ibid, 21.
28 Ibid, 24.
29 Murphy and Coleman, “Graduate Students‟ Experiences of Challenges in Online Asynchronous
Discussions.”
“The discussion forum has a few minor design quirks that consistently annoy me, like the inability to flip back and read through discussion postings while composing a message, and the way it returns you to the top of the listings when you click to expand a thread, so you have to search through the list of postings to find where you were.”
i. Lack of Time
Since the learners may have many activities outside school schedule, another challenge encountered by the learners according to Hew and Cheung is lack of time.31 For college learners, they may have a part-time
job, many tasks to do, and family time. As a consequence, it may lead limited contribution to online asynchronous discussion.
j. Risk of Being Misunderstood
This last challenge is refers to the existence of text-only in online discussion. This is in regard to posting a comment, replying other members‟ comments, or reading others‟ replies. The challenge occurred when members cannot interpret the expression, gestures, and tone which may exist. Murphy and Coleman‟s finding below shows learners‟ limitation to contribute in online discussion32:
“I have difficulty with text only. Personally, I need to gauge the non-verbal gestures in relation to the verbal in order to fully understand the message. In text-only communication too much is left to assumption, which can cause major communication problems because of misperceptions.”
31
Hew and Cheung, Student Participation in Online Discussions, 25.
32 Murphy and Coleman, “Graduate Students‟ Experiences of Challenges in Online Asynchronous
5. Possible Strategies to Overcome Challenges in Online
Asynchronous Discussion
In this heading, the researcher tries to explain strategies to overcome those ten challenges according to empirical studies conducted by Hew and Cheung33, in which they are more concerned with the strategies for the
instructor. In their research, they state that these strategies will not affect the learners‟ contribution definitely, and the implementation of the strategies indicates mix results. It means that these strategies still have limitation to be applied. However, they are convinced that the strategies can be useful.
The strategies of “a” to “e” below are according to Hew and Cheung, while others are from various journals since their book can read only to the fifth strategies. Here are the strategies:
a. Not Seeing the Need for Online Discussion
For this challenge, Hew and Cheung provides five strategies from the previous research:
1) Determine topics based on main curriculum
2) Bring online discussion activity to be a mandatory or provide inducement for the learners, e.g. grades; and provide additional value, e.g. resources
3) Explain the purpose of online discussion, as well as the lecturer has high expectation to the learners
4) Limit the time to participate
5) Implement discussion activities which may lead the learners to express their interest and emotion
While Hew and Cheung explain the strategies concern with the lecturer‟s perspective, Ryan Watkins and Michael Corry explain there are nine strategies to stay motivated in online courses which are concerned with the learners‟ perspective. However, the seven of nine strategies are more related with learners‟ participation in online discussion34, here are:
1) Make connection between what are studying and what will be encountered after graduation
2) Keep short-term and long-term goal in mind 3) Develop motivational support system 4) Visualize your success
5) Communicate with the instructor to find a help 6) Be an active participant
7) Reward yourself throughout the semester
b. Behavior or Practice of Instructor or Participants
According to Hew and Cheung, they suggest that35: 1) The lecturer involves in the discussion
2) Use of ground rules
34 Ryan Watkin and Michael Corry, E-Learning Companion: Student’s Guide to Online Success -
Google Buku (USA: Wadsworth Cengage Learning, 2014), 155–162,
https://books.google.co.id/books?id=VYEWAAAAQBAJ&pg=PA156&dq=how+to+stay+motivat ed+in+online+discussion&hl=id&sa=X&ved=0ahUKEwieuJL7vPzNAhXDKZQKHVSoCpoQ6A EIGzAA#v=onepage&q=how%20to%20stay%20motivated%20in%20online%20discussion&f=fal se.
However, in psychological perspective, to overcome feeling excluded, feeling isolated, feeling being an outsider, and feeling discouraged are with these steps36:
1) Stop mocking ourselves, stop not paying attention to ourselves, and start loving ourselves.
2) Stop condescending ourselves and try amusing ourselves. 3) Stop being negative thinker and start being positive thinker. 4) Fight our negative feeling of being isolated, an outsider, and
discouraged.
c. Personality Traits
According to the finding of Chen and Caropreso, they suggest that to combine the low-profile and high-profile in the same group.37
d. Difficulty in Keeping Up with the Discussion
For this challenge, Hew and Cheung propose these strategies38:
1) Using OAD application which provides thread links visually rather than as a list of postings headers
2) Setting a rule which says that they are allowed to post one idea per posting.
e. Not Knowing What to Contribute/ Lack of Worthwhile
Comments to Contribute
36 David D. Burns, M.D., Mengapa Kesepian - Program Baru yang Telah Diuji secara Klinis
untuk Mengatasi Kesepian (Erlangga, 1988).
37 Chen and Caropreso, “Influence of Personality on Online Discussion - Journal of Interactive
Online Learning.”
According to Hew and Cheung, they suggest overcoming this challenge by39:
1) Providing open-ended questions which do not need right or wrong answer, and it only needs their personal ideas
2) Using sentence openers and message labels such as clarification/ elaboration questions, counter arguments, context- or perspective-oriented questions.
Besides, O‟Keefe, she proposes other ideas concerning how to be a good contributor in online discussion40:
1) To make our responses different from others, we can provide additional words which may lead other participants engaged in our posts or comments, such as questions.
2) To link readers‟ emotion with the content of our posts or comments, include experiences which relate to the topic discussed.
3) To engage participants contribute to online discussion forum, attach current events such as local or national new stories in our responses.
4) To connect other courses with the course content to supplement discussion forums
39 Ibid.
40 Elle O‟Keefe, “Tips for Creating the Perfect Discussion Post for Your Online Classes,”
Rasmussen College, June 7, 2011,
5) To ask a thought-provoking question or taking a controversial stand. For example, you can ask the “Yeah, but what if…” questions.
6) This last suggestion seems similar with the first suggestion of O‟Keefe that is adding another valuable content which differs from other responses.
f. Exhibiting Surface-Level/Lower Order Critical Thinking
Concerning the strategy to make the learners think critically in posting ideas, Arrend suggests the instructor “should use discussions as an open-ended, informal space for learners to share multiple viewpoints and problem-solving strategies.”41 Another suggestion from Richardson et al. in their study is the learners can use peer feedback to improve their critical thinking.42
g. Displaying Low-Level Knowledge Construction
There are two strategies to promote high-level knowledge construction, according to deNoyelles et al., they are43:
1) Purposeful design of the discussion prompt, in which it has three strategies: Problem-based (asking learners to discuss with others), project-based (by creating product, the learners solve problems), and debate.
41 Arend, “Encouraging Critical Thinking in Online Threaded Discussions,” 17.
42 Jennifer C. Richardson et al., “Using Peer Feedback in Online Discussions to Improve Critical
Thinking,” ResearchGate, February 19, 2015.
43
2) For learners, they can take a controversial stand.
h. Technical Aspects
In the book of Karen L. Mayville, she suggests that to overcome technical aspects, the instructor can provide a full-day technical support to assist the learners acquire technology strategies.44
2) Organize information in an easy-to-follow order
3) Be explicit and emphatic about the time requirement in the
44 Mayville, “Knowledge Construction, Self-Regulation, and Technology Strategies Used by
1) To use emoticon or smiley to clear emotional intent
2) Using capital letter to emphasize arguments is allowed, however, using all capital letter to post or comment should be avoided, since it seems shouting.
3) Posting and comment will seem mumbling if the participants use lowercase letter.
4) Be brief and to the point in writing post and comment.
For the readers, they suggest that to avoid misinterpretation by rereading the posting, in which if the readers begin misinterpreting it. Moreover, they also suggest that if the readers still cannot understand the message, they have to ask directly to the contributor before replying incorrect arguments.47
B. Previous Studies
The topic discussed in this research has been conducted for a time. Therefore, the researcher provides the report of previous studies below in order to give clearest picture of the differentiation among the existence research:
1. Murphy, Elizabeth, and Coleman, Elizabeth. 2004. Graduate Learners' Experiences of Challenges in Online Asynchronous Discussions48
46 Poe and Stassen, Teaching and Learning Online: Communication, Community, and Assessment.
A Handbook for UMass Faculty.
47 Ibid.
48 Murphy and Coleman, “Graduate Learners‟ Experiences of Challenges in Online Asynchronous
The objective of this research is to provide insight into the challenges that a group of learners experienced with online discussions. Even though this research has similar focus with the recent study that is about learners‟ challenges in online asynchronous discussion, the recent study has another focus which makes it differs from Murphy and Coleman, that it how the learners overcome their challenges. Moreover, the method used to gather data will be different. Murphy and Coleman‟s research applied three phases in their research: 1) They became moderators in Web CT (a name of online discussion tool) who began a dialogue with a single question “how they would describe their experiences as a learner in web-based courses”, which required the members to answer; 2) Analyzing and summarizing the learners‟ barriers and challenges, then posting nine categories of learners‟ challenges in online discussion forum to ask the learners to give comments which is the most relevant to them; and 3) Interview. The result show that there are four challenges in online discussion: learners‟ behavior, text only in communication, purpose-quality of the discussion, and forum features.
2. Durairaj, K., and Umar, I., N. 2014. The Motivating and Limiting Factors of Learners’ Engagement in an Online Discussion Forum49
This study conducted to find learners‟ motivation in participating online discussion forum, in which it also aimed to find the challenges encountered by the learners. Even though this study has similar focus with
49 K. Durairaj and I. N. Umar, “The Motivating and Limiting Factors of Learners‟ Engagement in
an Online Discussion Forum,” International Journal of Social, Behavioral, Educational,
the recent research that is discovering learners‟ challenges and applying the same book as the reference entitled “Student Participation in Online Discussions: Challenges, Solutions, and Future Research” by Hew and Cheung (2012); both of them still have other different focuses. Durairaj and Umar‟s research also find the learners‟ motivation in online discussion, while the recent research will also find the learners‟ efforts to overcome their challenges. Moreover, the recent research will not only present research finding in ten challenges as Durairaj and Umar done, it will also present the most encountered challenges by those all challenges. 3. Azizah, Nur. 2015. Teacher Challenges in Implementing Multimedia
Computer Assisted Language Learning Programs in Reading Narrative
Text Activities at the First Grade Learners of Persatuan Islamic Senior
High School in the Academic Year 2014-201550
The objectives of this study are identifying teachers‟ implementation of multimedia computer assisted language learning programs in reading narrative text activities, their challenges in implementing, and their effort to overcome the challenges. The result showed that English teachers encountered several difficulties in teaching reading narrative text using multimedia computer assisted language learning, such as how to make class lively, and how to integrate multimedia into teaching material. Moreover, the teachers‟ challenges deal with their computer competence,
50 Nur Azizah, “Teacher Challenges in Implementing Multimedia Computer Assisted Language
teaching style, learners‟ competence, teachers‟ heavy burden, related administrators‟ emphasis. For teachers‟ efforts, the researcher found that they join seminar or training, they should share and evaluation with other teachers, they should learn how to develop learners‟ motivation, and they should have contact with computer programmer.
4. Sandy, Teguh Arie. 2011. Pengembangan Forum Diskusi Online dengan Strategi Belajar Mandiri Mahasiswa di Jurusan Teknologi
Pendidikan Universitas Negeri Malang.51
In this thesis, the researcher has three main objectives: (1) producing an online discussion forum product, (2) conceptualizing independent-learning using the product, and (3) investigating the validity of the product for the effectiveness developmental of independent-learning in educational technology department. The result of the product development is (a) expertise validate the product 87.5%, and (b) validity from learners by the applying the product 81.7%. Therefore, it can be concluded that the product is categorized as valid tool to be independent-learning media. 5. Skog, Julie. 2015. Language and Interaction in Online Asynchronous
Communication in University Level Courses.52
The first case study examines response patterns to messages by looking at the content of initial messages and responses, in order to determine the extent to which characteristics of the messages themselves
51
Teguh Arie Sandy, “Pengembangan Forum Diskusi Online dengan Strategi Belajar Mandiri Mahasiswa di Jurusan Teknologi Pendidikan Universitas Negeri Malang” (Skripsi, 2011), http://karya-ilmiah.um.ac.id/index.php/TEP/article/view/18470.
52 Julie Skog, “Language and Interaction in Online Asynchronous Communication in University
or other situational factors affect the interaction. The second study examines in what ways participants use a range of discourse devices, including formulaic politeness, humour and supportive feedback as community building strategies in the interaction. The third study investigates the role of the subject line of messages in the interaction, for example by examining how participants choose different types of subject lines for different types of messages. The fourth study examines to what extent features serving a deictic function are drawn on in the interaction and then compares the findings to both oral conversation and formal academic discourse. The overall findings show a complex communicative situation shaped by the medium itself, type of activity, the academic discipline and topic of discussion and by the social and cultural aspects of tertiary education in an online learning environment. In addition, the findings may also provide evidence of learning.
6. Fried, Audrey. 2016. Social Network Analysis of Asynchronous Discussion in Online Learning.53
The aim of the research is to investigate the relationship between different types of interaction in online discussion. The result of the study said that there is correlations between different types of in-degree interactions were moderate to strong while correlations between different types of out-degree interactions were only weak to moderate, or even not significant. Another result is notwithstanding outbound reading is a
requirement for all interactions, it is not strongly correlated with other types of interaction.
7. Daulay, Pardamean. 2008. Analisis Isi Topik Diskusi Interaktif Mahasiswa Universitas Terbuka dalam Fitur "Forum Komunitas UT
Online" (Content Analysis Interactive Discussion Topic Open
University in Fitur "Forum Komunitas UT Online").54
This research is conducted to describe UT student interaction pattern in community forum. By doing the study, the researcher found that there are 1201 email, with 1293 problem, which submitted by 479 learners, the most intensive problem is interaction personal (25,90%), general issue (14,24%) score or examination (11,91%), tutorial (25,90%), module (6,58%), learning material substance (4,08%), the way learning (4,08%), TAP/UKP (4,00%), TM/ML (3,41%), registration (3,41%), graduation (2,33%), curriculum (1,58%), accreditation (1,58%), scholarship (0,92%), school fee (0,58%), credit switching (0,42%), and diploma (0,17%).
Differing from those number 3 to the last studies, in which they mostly analyzed the content of the discussion, the interaction of participants of online discussion, and the implementation of online discussion in a program; the recent study is investigate the challenges encountered by learners when participating in online discussion and their efforts to overcome the challenges.
54 Pardamean Daulay, “Analisis Isi Topik Diskusi Interaktif Mahasiswa Universitas Terbuka
CHAPTER III
RESEARCH METHOD
This chapter explains how to gather the relevant data to answer
research questions and research objectives. The chapter will contain (A)
Approach and Research Design, (B) Research Location, (C) Data and
Source of Data, (D) Research Instrument, (E) Data Collection Techniques,
(F) Data Analysis Technique, (G) Checking Validity of Finding, and (H)
Research Stages.
A. Approach and Research Design
In this study, the researcher investigated learners’ challenges in
participating online asynchronous discussion and their efforts to overcome
the challenges. In this matter, she used qualitative as approach since it
dealt with human behavior, as Donald Ary, et al. say “Qualitative inquiry
seeks to understand and interpret human and social behavior as it is lived
by participants in a particular social setting”.1 Whereas the research
design applied in this study was basic qualitative or usually called as
interpretive qualitative, in which it has some characteristics, such as trying
to interpret social world, human experience, phenomenon or process,
understanding participants’ perspective, and applying various data
collection techniques.2 Notwithstanding Ary, et al. say that in qualitative
1 Donald Ary et al., Introduction to Research in Education, 8th Edition (USA: Wadsworth Cengage Learning, 2010), 420.
2 Ibid., 452.
research usually collects data from the participants’ experiences and
perspective, the researcher can also collect numeric data.3
B. Research Location
The research was conducted in CALL 2 course of 2015/ 2016
academic year, one of the subjects of English Education Department at
UIN Sunan Ampel Surabaya, which learns about the newest technology to
improve English skills. This place was chosen since the whole lessons in a
semester were delivered through online class, and face-to-face in the
traditional classroom was not required by learners-lecturer. In addition,
another reason of the selection place was the class had an interesting task,
namely participating in online discussion, in which by the existence of the
task brought the learners with challenges.
C. Data and Source of Data
This study was conducted to investigate learners’ challenges and their
efforts in online asynchronous discussion during CALL 2 course at
English Education Department of UIN Sunan Ampel Surabaya. For the
purpose of the study, forty two learners, in which they were the sample of
CALL 2 course, were the participants to collect data about:
1. Learners’ Challenges in Participating in Online Asynchronous
Discussion during CALL 2 Course
To answer the first research question, the researcher used close-ended
questionnaire to obtain data about learners’ challenges in participating
OAD. This data was from the learners as the main source. By calculating
the result of the questionnaire, the challenges were discovered.
2. Learners’ Efforts to Overcome Their Challenges in Participating in
Online Asynchronous Discussion during CALL 2 Course
To find the data about learners’ efforts to overcome their challenge, it
used open-ended questionnaire, in which the primary source of this data
was also the learners.
D. Research Instrument
To obtain data, the researcher used two research instruments, those
were:
1. Close-ended questionnaire adapted from an International journal
entitled “The Motivating and Limiting Factors of Learners’
Engagement in an Online Discussion Forum”, written by Durairaj and
Umar who apply the ten challenges in online asynchronous discussion
(OAD) according to Hew and Cheung, and they construct questions
based on literatures. This instrument was adapted due to it represented
the challenges applied in this study and it has already validated withthe
Cronbach’s alpha 0.884.4
4 Durairaj and Umar, “The Motivating and Limiting Factors of Learners’ Engagement in
2. Open-ended questionnaire made by the researcher by adapting the ten
challenges by Hew and Cheung as the questions, since it discovered
learners’ efforts to overcome the challenges. However, the first question
of this questionnaire was about the most encountered challenges by the
learners to clarify their challenges.
E. Data Collection Technique
In this study, the researcher used two data collection techniques:
close-ended questionnaire and open-ended questionnaire. Those were
distributed by Google Document due to the researcher considered the
position and the total of the participants. The instruments were distributed
in the same day, and then they were analyzed. Here are the explanations:
1. Close-ended questionnaire
The instrument was made to gather data for the first research question
“What are learners’ challenges in participating in online asynchronous
discussion during CALL 2 course?”. On the questionnaire, learners
answered 40 numbers about the challenges in OAD which divided into 10
categories, they were: (a) not seeing the need for online discussion
(includes 3 items - 14, 21 and 33), b) behaviors or practices of instructor or
participants (including 10 items - item 1, 2, 3, 4, 5, 6, 9, 13, 32 and 37) (c)
personality traits (including 5 items - 8, 10, 16, 17 and 18), (d) difficulty in
keeping up the discussions (includes 4 items - 12, 19, 20, 23), (e) not
knowing what to contribute/ lack of worthwhile comments to contribute
